Through a two phase process, you will creatively synthesize information to address the overall question:
How effective has the US government been with its recent interventions in influencing international crises?
To get started, each group will create a 20 second video that addresses one of the following questions:
Group 1: How has the US government influenced Mexico’s drug war?
Group 2: How has the US government influenced nuclear proliferation in Iran?
Group 3: How has the US government influenced the Japanese nuclear crisis?
Group 4: How has the US government influenced the genocide crisis in Darfur?
Group 5: How has the US government influenced the Egyptian revolutions?
Group 6: How has the US government influenced the Syrian conflict?
Group 7: How has the US government influenced Edward Snowden's attempts to gain asylum in different countries?
In your group, each member will select a production role to play during Creative Synthesis Phase
One:
FACILITATOR - Guide the group to complete the process and collaboratively answer the question within the designated time frame. The challenge is to facilitate the group to come up with a co-constructed point of view that can be captured in a 20 second video. The video can be as simple as a talking head or more complex with images and voice over.
TIME KEEPER - Help the group stay on schedule and ensure sure the video product is 20 seconds or less.
PROVOCATEUR - Help provoke the group to think critically about the message they are constructing.
SCRIPTWRITER- Take the lead in creating the group's constructed response in an outline or storyboard.
VIDEOGRAPHER - Take the lead in directing/recording the group's 20 second video response.
Create a 20 second video that summarizes your group’s point of view and give your camera to Julie and Michele. They will upload it to a shared YouTube Account. We will have a playlist of seven 20 second videos that you can work from during Creative Synthesis Phase 2.
Bezemer, J., & Kress, G. (2008). Writing in multimodal texts: A social semiotic account of designs for learning. Written Communication, 25(2), 166–195. doi:10.1177/0741088307313177
Boss, S., & Krauss, J. (2007). Reinventing project-based learning: Your field guide to real-world projects in the digital age. Eugene, OR: International Society for Technology in Education.
Bruce, D. L. (2009). Writing with visual images: Examining the video composition processes of high school students. Research in the Teaching of English, 43(4), 426–450.
Buck Institute for Education. (2009). PBL starter kit: To-the-point advice, tools and tips for your first project. Retrieved from www.bie.org/tools/toolkit/starter
Burwell, C. (2013). The pedagogical potential of video remix: Critical conversations about culture, creativity, and copyright. Journal of Adolescent & Adult Literacy, 00(0). http://dx.doi.org/10.1002/jaal.205
Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32(1), 241–267.doi:10.3102/0091732X07310586
Kajder, S., & Young, C. A. (2010). Digital video in English language arts education. In G. Bull & L. Bell (Eds.), Teaching with digital video. Washington, DC: International Society for Technology in Education (ISTE).
Leu, D.J., Coiro, J., Castek, J., Hartman, D., Henry, L.A., & Reinking, D. (2008). Research on instruction and assessment in the new literacies of online reading comprehension. In C.Collins-Block, S. Paris, & P. Afflerbach (Eds.), Comprehension instruction: research based best practices (pp. 321–346). New York: Guilford.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1),60–92.
Spires, H., Hervey, L., Morris, G., & Stelpflug, C. (2012). Energizing project-based inquiry: Middle school students read, write, and create videos.Journal of Adolescent & Adult Literacy,55(6), 483-493. doi: http://dx.doi.org/10.1002/JAAL.00058
Creative Synthesis as Part of Inquiry
Hiller A. Spires, North Carolina State University
Rhys Daunic, The Media Spot
I. Introduction and Overview (10 minutes)
Foundational ideas about creative synthesis as one aspect of the inquiry process - Hiller
Hiller's presentation on creative synthesis here.II. Creative Synthesis | Phase One (20 minutes)
Through a two phase process, you will creatively synthesize information to address the overall question:How effective has the US government been with its recent interventions in influencing international crises?
To get started, each group will create a 20 second video that addresses one of the following questions:
In your group, each member will select a production role to play during Creative Synthesis Phase
One:
- FACILITATOR - Guide the group to complete the process and collaboratively answer the question within the designated time frame. The challenge is to facilitate the group to come up with a co-constructed point of view that can be captured in a 20 second video. The video can be as simple as a talking head or more complex with images and voice over.
- TIME KEEPER - Help the group stay on schedule and ensure sure the video product is 20 seconds or less.
- PROVOCATEUR - Help provoke the group to think critically about the message they are constructing.
- SCRIPTWRITER- Take the lead in creating the group's constructed response in an outline or storyboard.
- VIDEOGRAPHER - Take the lead in directing/recording the group's 20 second video response.
Create a 20 second video that summarizes your group’s point of view and give your camera to Julie and Michele. They will upload it to a shared YouTube Account. We will have a playlist of seven 20 second videos that you can work from during Creative Synthesis Phase 2.Video Links
1. Egypt http://youtu.be/n9WWgVVMAm0
2. Snowden http://youtu.be/srBRqpAEGIk
3. Syria http://youtu.be/Tqy41lty6Cc
4. Japan http://youtu.be/dxVvF2Gzt8o
5. Mexico http://youtu.be/FP378XqRgKg
6. Iran http://youtu.be/blHETfAT0N8
7. Darfur http://youtu.be/7HOlXv08xh8
III. Creative Synthesis | Phase Two (50 minutes)
During this segment you will learn how to use Storify. Then you will curate an expanded answer to your inquiry question on Storify.How effective has the US government been with its recent interventions in influencing international crises?
A. Crash Course/Review of Storify Curation (10 minutes)
Rhys's example of creative synthesis Storify
Creative Synthesis in Storify Mind Map).
B. Curate and Sequence using Videos of Other Groups, Online Content, and Annotations to Deepen Your Point of View (40 minutes)
Use Storify to make a statement on US foreign policy regarding intervention in international crises.Group viewing of the seven 20 second videos.
SUGGESTED PRODUCTION PROCESS:
(Note: Save as you go!)
IV. Reflect on Your Experience (10 minutes)
Reflect on what you learned during this process. Post your response to the NLC ning.References
Rhys’ Cool Tools Page on Storify.
Bezemer, J., & Kress, G. (2008). Writing in multimodal texts: A social semiotic account of designs for learning. Written Communication, 25(2), 166–195. doi:10.1177/0741088307313177
Boss, S., & Krauss, J. (2007). Reinventing project-based learning: Your field guide to real-world projects in the digital age. Eugene, OR: International Society for Technology in Education.
Bruce, D. L. (2009). Writing with visual images: Examining the video composition processes of high school students. Research in the Teaching of English, 43(4), 426–450.
Buck Institute for Education. (2009). PBL starter kit: To-the-point advice, tools and tips for your first project. Retrieved from www.bie.org/tools/toolkit/starter
Burwell, C. (2013). The pedagogical potential of video remix: Critical conversations about culture, creativity, and copyright. Journal of Adolescent & Adult Literacy, 00(0). http://dx.doi.org/10.1002/jaal.205
Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32(1), 241–267.doi:10.3102/0091732X07310586
Kajder, S., & Young, C. A. (2010). Digital video in English language arts education. In G. Bull & L. Bell (Eds.), Teaching with digital video. Washington, DC: International Society for Technology in Education (ISTE).
Leu, D.J., Coiro, J., Castek, J., Hartman, D., Henry, L.A., & Reinking, D. (2008). Research on instruction and assessment in the new literacies of online reading comprehension. In C.Collins-Block, S. Paris, & P. Afflerbach (Eds.), Comprehension instruction: research based best practices (pp. 321–346). New York: Guilford.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1),60–92.
Spires, H., Hervey, L., Morris, G., & Stelpflug, C. (2012). Energizing project-based inquiry: Middle school students read, write, and create videos. Journal of Adolescent & Adult Literacy,55(6), 483-493. doi: http://dx.doi.org/10.1002/JAAL.00058
Images:
http://www.kent.ac.uk/
https://popcorn.webmaker.org/
http://www.polykraftmachines.com/images/inquiry%20logo.png